Why must the interpreter/transliterator role be different than the teacher, disciplinarian, aide, or helper? How does a interpreter/transliterator contribute appropriately as a member of the educational team?

This class focuses on the implications of educational interpreting and transliterating with regard to mainstreaming and inclusion. The Code of Ethics and the Code of Conduct are explained and illustrated through real classroom examples. A linguistic analysis of cued English, spoken English, ASL and MCE provides the backdrop for a comparison of signed language interpreting and cued language transliterating processes and outcomes.